Relative Density Definition in Chemistry

Relative density (RD) is the ratio of the density of a substance to the density of water. It is also known as specific gravity (SG). Because it is a ratio, relative density or specific gravity is a unitless value. If its value is less than 1, then the substance is less dense than water and would float. If relative density is exactly 1, the density is the same as water. If RD is greater than 1, the density is greater than that of water and the substance would sink. Examples The relative density of pure water at 4 C is 1.The relative density of balsa wood is 0.2. Balsa is lighter than water and floats on it.The relative density of iron is 7.87. Iron is heavier than water and sinks. Calculation When determining relative density, the temperature and pressure of the sample and reference should be specified. Usually the pressure is 1 am or 101.325 Pa. The basic formula for RD or SG is: RD Ï substance / Ï reference If a difference reference is not identified, it may be assumed to be water at 4  °C. Instruments used to measure relative density include hydrometers and pycnometers. In addition, digital density meters may be used, based on a variety of principles.

Prostitution Laws Should Be Legal - 968 Words

It’s counterintuitive to some people, but prostitution laws are actually inhibiting sex traffickers from being brought to justice. The primary reason being that prostitution laws obviously create a barrier between sex trafficking victims and the police. Hence, a study by the Department of Justice found that officers replied that â€Å"victims’ distrust† of law enforcement was by far the most difficult challenge in their investigations, as opposed to lack of resources, lack of training, etc. Prostitution laws are blocking the flow of vital information to the proper authorities. As of now, only thirty percent of criminal trafficking investigations are prompted by tips from concerned citizens. Clearly, more people would feel free to contact the police with this kind of information if prostitution were decriminalized. To demonstrate, consider what the Sex Workers Project uncovered when they interviewed service providers for trafficked victims. They found that the majority of victims had not been identified as a result of police raids. Furthermore, a supervisor from one such organization said, â€Å"Ninety percent of our cases are not from raids, not even law enforcement identified.† Law enforcement should rely less upon intimidating potential witnesses and coordinate more with those in the sex industry and volunteer outreach workers. Our prohibition laws have essentially granted the sex worker community a pariah status, even though they would be a fantastic resourc e for combatingShow MoreRelatedShould Prostitution Laws Be Legal?1304 Words   |  6 PagesMost people morally oppose the profession of prostitution because they consider it to be a taboo. While others believe that it is their right and personal freedom to choose what to do with their life and body. Recently, the debate about how laws should address prostitution legally has become a subject of legislative action. Prostitution itself is not a criminal offence under the Constitution, but there are certain laws under the Criminal Code that discourage it and makes it unlawful. For exampleRead MoreProstitution Is A Big Controversy Around The World1033 Words   |  5 PagesProstitution is a big controversy around the world. Many debate about whether prostitution should be legalised due to the person being old enough to make the right decisions for themselves and for their body. Many choose this career as a way to make a living because they choose its right to. Others on the other hand d o not agree. The opposing side say that prostitution should not be legal due to so much violence and abuse that a prostitute goes through. Many do not choose the lifestyle to becomeRead MoreProstitution Is Legal Under Strict Regulations1516 Words   |  7 PagesProstitution in Germany Like many countries in the world, prostitution in Germany is legal under strict regulations. Prostitution in Germany dates back to many centuries and although it was never legalized, prostitution was never illegal and discrete brothels existed. In 2002, Germany implemented the Act Regulating the Legal Situation of Prostitutes that was intended to improve the legal status of prostitutes, improving the social position of prostitutes, improving working conditions of prostitutesRead MoreShould Prostitution Be Legal? Essay1145 Words   |  5 PagesShould prostitution be legal? Prostitution has been around for decades. Since 1780 BC the legalization of prostitution has been a controversial topic. Prostitution is the act or practice of engaging in promiscuous sexual relations especially for money.† Prostitution. Merriam-Webster.com. Merriam-Webster, n.d. Web. 15 Dec. 2016. Many claim that is one of the oldest professions. If this is one of the oldest professions why is it still illegal? So many people have different opinions on the issueRead MoreProstitution Between Canada And Canada1712 Words   |  7 PagesProstitution in Canada: Changes in Legislation Due to the fairly recent changes regarding the legality of prostitution in Canada, individuals who use and provide these services have been cautious (Warnica, 2015). Unfortunately, new laws may create more problems than benefits, such as, financial problems due to fewer people buying sex because it is illegal to do so. In this paper, I will explicate and assess the new changes to the law regarding prostitution in Canada, arguing that prostitution shouldRead MoreShould Prostitution Be Legal? Essay1261 Words   |  6 PagesProstitution has existed in history since before most people can remember. In our time, prostitution is hotly debated as to whether it should be a professional working job, or whether it is immoral and oppressive to women. This debate has existed since the dawn of time, and there is still no clear answer. Society demands that police should stop certain illicit activities from happening in their neighborhoods, but should law enforcement be made to waste their tim e and effort to arrest those thatRead MoreProstitution And Its Effect On Society Essay1630 Words   |  7 Pages For a free society to keep violent crime to a minimum with little disturbance on individual liberty, government should, alongside prosecuting ‘victimless’ crimes, minimize the opportunity for the corrupt to create victims. Prostitution has been practiced in all ancient and modern cultures. In the United States, prostitution was originally widely legal. Prostitution was made illegal in almost all states between 1910 and 1915 due to the influence of the Woman s Christian Temperance Union which wasRead MoreA Red Light District on Every Corner Essay1120 Words   |  5 PagesThroughout human history, most civilizations have considered prostitution as an illegal trade, but that does not necessarily mean that making prostitution illegal is the best choice. Many countries including the United States have begun to debate the merit of legalizing prostitution. Before making such an important decision, we must address certain questions. Would legalizing prostitution reduce some of the inequalities and abuse suffered by the men and women involved? Would society lose decadesRead MoreThe Criminal Code And Prostitution1566 Words   |  7 PagesCriminal Code and Prostitution in Canada: A Historical Overview Prostitution has always been a topic of contention and controversy in Canada and other counties. Due to various perspectives on how prostitution should be addressed through law, the legal status of prostitution varies from country to country. Prostitution itself has always been legal in Canada, however many activities tied to it have been strategically criminalized by prostitution laws. Canadian prostitution laws have evolved from aRead MoreA Crime Against Public Morals1474 Words   |  6 Pagesas the song says, then why are there some many laws of control. The moral laws on the books are for public interest only many are not really even enforced. The one law I can justly say that the government really should remove is Prostitution is one of the oldest professions in the world. The world’s oldest profession, prostitution is quite simply the exchange of sex for money or property (commercial gain). Either soliciting or engaging in prostitution is a crime (Wallace, 2012). Every country has

Cultural Difference Hofstede Framework free essay sample

Culture, in my own opinion, is a unique system of values and norms that are believed by a group of people who live in the same society. Since culture is unique, Geert Hofstede tried to study the differences. After the study, he proposed five dimensions to measure the cultural difference between nations. The following parts will explain Hofstede Framework briefly. The first dimension is Power Distance. It is a tool to measure the power difference between levels in organization. In a group with high power distance, the majority of people would tend to respect in authority and establish hierarchy. When observing their behavior, they would have a great esteem on the class of social level. By contrary, a society with a low power distance would not fear authority and view themselves as equal with equal rights. Generally, the power distance in Oriental is higher than that in Occidental. The second dimension is Individualism vs. Collectivism. This index measures the preference of a group of people in considering self-benefit or group-benefit. In a society of collectivism, the society would have strong group cohesion and have higher responsibility on others well-being. Besides, the management level would tend to discuss with their subordinates before making a decision. By contrary, people will have loose ties and lack of interpersonal connection when a society prefers individualism. Generally, the Oriental prefer to focus on collectivism; the Occidental prefer to focus on the individualism. The third dimension is Achievement vs. Nurturing. This index reflects a society that sticks with and values traditional male and female roles. If the score is high, the society tends to holes value like traditionally male which is competitive, assertive and ambitious. They would be less emotional and would not make any emotional-based decision or argument. On the other hand, a nurturing-oriented society will respect and admired powerful women and they would tend to emphasizing consideration and personal feelings. Next dimension is Uncertainty Avoidance. The score reflects the attitude of the group when it faced risk and ambiguity. If the score of uncertainty avoidance is high, the management of the group would prefer to set more rules to avoid the uncertainty situation during the daily operation. By contrary, society with low score has higher willingness in accepting risk and changes. Also, the management of the group would impose less rules and structure when unnecessary. The last one is Long-term vs. Short-term Orientation. It measures the group of people prefer to consider the short-term-benefit or the long-term-benefit. If the group prefers short-term-benefit means the management may seek for the quick success and the instant benefits. They would consider personal stability and respect fro tradition. By contrary, the group prefers long-term-benefit means they concern the future, advocate saving and reserve. They believe that progressive effect is more important. With the Hofstede framework, we can separate and understand the difference of managing culture through these five dimensions. On the other hand, when we talk about â€Å"Culture†, somebody would say that â€Å"Culture is something easy to build up, but hard to break†. However, in my opinion, this is not a one-sided statement. We would not state that culture is either easy or difficult to build up or break down, as we could adopt a new cultural environment or re-build a culture in a micro-environment by understanding the cultural norms and behavior of that society. For example, to change the beliefs and values in an organization, we should adopt different approaches based on the culture in that nation. I would explain my contention using the Hofstede’s framework in the following parts. The first angle is Power Distance. The majority of people would obey their boss if the index is high. By contrary, they would view themselves as equal with equal rights. For this, there are two different reactions when they meet the change of culture, included buildup and break down. From the angle of higher-index nation, they will accept the changes always; most likely they will not refuse the changes, include the break down. So, management can change the culture easily in this situation. However, in the low-index nation, it will not only hard to build up, but also hard to break down the culture as they emphasize to view themselves as equal with equal, especially to rebuild. Therefore, management should follow these three advices when they change to culture. Firstly, form a discuss group and invite staff to show their views and concern before decision making. Secondly, try to use more statistics to seek their support within the discussion. The most important is the management must keep the eyes on the behaviors and emotion of the staff the change started. If the negative reaction was found, the management should stop the change and review. If the management follows it, it is easy to change the culture. The second angle is Individualism vs. Collectivism. As the said before, the society would have strong group concept if there is Collectivism. On the other hand, they would emphasize the self-benefit when they prefer Individualism. For this, the main focus should be â€Å"Benefit†, there are two different reactions when they meet the change of culture. In the Individualism society, â€Å"Self-Benefit† is their main focus. If changing the culture will bring the â€Å"Self-Benefit†, they will support the change. Then, Culture is something easy to build up and break down. However, if changing the culture will cut the â€Å"Self-Benefit† down, they will against the change. Then, Culture is something hard to build up and break down. By contrary, in the Collectivism society, â€Å"Group-Benefit† is their main focus. If changing the culture will advantage to â€Å"Group-Benefit†, they will support the change. So, Culture is something easy to build up and break down in this moment. However, if changing the culture is disadvantage to â€Å"Group-Benefit†, they will against the change. Then, Culture is something hard to build up and break down in this moment. As a role of management, we should try to guide them to focus the viewpoint to positive. For example, when we would like to change the culture of late, some supporter of the Individualism may think it is damage to their â€Å"Self-Benefit†. But we should change their mind-set to it is benefit for them, it is a chance for strive to the promotion. For the support of Collectivism, we also can try a similar approach. For example, when we would like to change the culture of talking gossip, some supporter of the Collectivism may think it is damage to their â€Å"Group-Benefit†. We should change their mind-set to it is advantage to for them; it will be increase to productivity after stop to talking. All of them can get the team bonus if the productivity increases. Try to divert their attention and get their support, then the change of culture will easier. If we can not divert their attention, the management should stop the change and review it immediately. The next angle is Achievement vs. Nurturing. If the score is high, the group of people will more competitive, assertive and ambitious. However, they would tend to emphasizing consideration and personal feelings if the score is low. In this situation, they will only support the change if it is fit with their character and oppose it if it can not. After we got their support, we can change the culture easily. But, it is hard to change the culture if we only got their objection. In the Achievement society, we should avoid discussing emotions or making emotionally-based decisions or arguments. By contrary, Ensure job design and practices are not discriminatory to either gender. And treat men and women equally. By doing so, we will build up or break down easily. When we go the wrong way, then we will hard to build up and break down. The fourth angle is Uncertainty Avoidance. The group would prefer to set more rules if the score of uncertainty avoidance is high. If the score of uncertainty avoidance is low, they have higher willingness in accepting risk. If the score of uncertainty avoidance is low, that means they love to support the change of culture, it is easy to rebuild and break down the culture. On the other hand, they are not the fans of the change if the score of uncertainty avoidance is high, because they have not confidence for the future. For this, we should give more plans and preparation to the staff, communicate with them often and early, provide detailed plans of change. Through the guide line, we can lead the people to rebuild or break the culture step-by-step. After that, they will support the change as they got the confidence. The last angle is Long-term vs. Short-term Orientation. If the group prefers short-term-benefit means the management may seek for the quick success and the instant benefits. By contrary, the group prefers long-term-benefit means they believe that progressive effect is more important. In Long-term society, we should avoid letting them lose the face, emphasize and benefit of future, then they will support. Otherwise they will oppose the change. By contrary, in Short-term society, we should emphasize the quick benefit, then they will support. Otherwise they will oppose the change.

London8217s use of setting in 8220To Build a Fire8 Essay Example For Students

London8217s use of setting in 8220To Build a Fire8 Essay 221London’s use of setting in â€Å"To Build a Fire†In â€Å"To Build a Fire,† Jack London uses many details of setting to illustrate the gravity of the protagonist’s situation. The story is a detailed description of the dangers of intense cold and the stages involved in the process of freezing to death. The man in â€Å"to build a fire† is a very dogmatic and arrogant person who believed in his own abilities and took everything at face value. He didn’t analyze and scrutinize over every detail. He definitely wasn’t one to philosophize and his conceptions were rooted in the tangible not the surreal. At the end, though, he realizes his own deficiencies and finally dies. The magnitude of the man’s situation is fully illustrated and established through London’s descriptions of the landscape, snow, ice, and intense cold. At the end, though, he realizes his own deficiencies and finally dies. The magnitude of the mans situation is fully illustrated and established through Londons descriptions of the landscape, snow, ice, and intense cold. The height of Londons graphic portrayal is the storys explicit description of the intense cold of the arctic winter that the man is travelling through. The sharp, explosive crackle(pg. 119 para. 2) that occurred in the air before the mans spit could even hit the snow is just an example of the vicious cold that the man was travelling through. The frozen moisture of the mans breathing that forms ice on his beard and mustache. The crystal beard of the color and solidity of amber(pg. 120 para. 1) that transpires when the man chews tobacco and the speed in which the mans appendages become numb and unusable are further examples of Londons account of the cold. The journey through the unbroken white north and south, as far as the eye could see (paragraph 2) was another striking account of the wonderful use of setting in this story. Without a doubt, the concept of a world of ice is a major factor in the greatness of this story undermined only by Londons graphic depiction of the mans death. This is depicted in great detail throughout the latter part of the story. The terrain of the Yukon, to the man, is just an obstacle that could easily be overcome with knowledge of your surroundings and a pragmatic attitude, but in truth it is the executioner of the man. The anxiety of falling in the water, the relief when the fire is built, and the shock when it is put out are all situations that build to the tension of the story. The panic when he is unable to build a second fire and the conclusion that is bound to happen are more thoroughly realized when the man is unable to even light a match. The wild rush through the snow and the idea to kill his dog to use its body as warmth are further graphic details of the break down of the man. The innovation of meeting death with dignity(pg. 128 para. 3) is the final stage to the mans realization that he was to die. The idea to sleep off to death(pg.128 para. 3) and the statement, Freezing was not so bad as people thought. There were lots worse ways to die. is an additional step towards the conclusion we had all suspected when the fire was put out. The setting is further developed by these accounts and the harshness of the Arctic winters are even more realized. Thus, Londons setting within the unfeeling Yukon is both descriptive and arousing. The major action takes place after the fire is put out, leading to the climax of the story when the man begins his realization that death had found him. In this way, London uses setting to show the extent of the mans situation and the death that will surely follow if you underestimate it. The events of the story, the unrelenting cold, and the mans final death are all tied together by Londons expert control of setting. .u7df7b1e79fc04f4fb613a994ad7c90ad , .u7df7b1e79fc04f4fb613a994ad7c90ad .postImageUrl , .u7df7b1e79fc04f4fb613a994ad7c90ad .centered-text-area { min-height: 80px; position: relative; } .u7df7b1e79fc04f4fb613a994ad7c90ad , .u7df7b1e79fc04f4fb613a994ad7c90ad:hover , .u7df7b1e79fc04f4fb613a994ad7c90ad:visited , .u7df7b1e79fc04f4fb613a994ad7c90ad:active { border:0!important; } .u7df7b1e79fc04f4fb613a994ad7c90ad .clearfix:after { content: ""; display: table; clear: both; } .u7df7b1e79fc04f4fb613a994ad7c90ad { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7df7b1e79fc04f4fb613a994ad7c90ad:active , .u7df7b1e79fc04f4fb613a994ad7c90ad:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7df7b1e79fc04f4fb613a994ad7c90ad .centered-text-area { width: 100%; position: relative ; } .u7df7b1e79fc04f4fb613a994ad7c90ad .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7df7b1e79fc04f4fb613a994ad7c90ad .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7df7b1e79fc04f4fb613a994ad7c90ad .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7df7b1e79fc04f4fb613a994ad7c90ad:hover .ctaButton { background-color: #34495E!important; } .u7df7b1e79fc04f4fb613a994ad7c90ad .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7df7b1e79fc04f4fb613a994ad7c90ad .u7df7b1e79fc04f4fb613a994ad7c90ad-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7df7b1e79fc04f4fb613a994ad7c90ad:after { content: ""; display: block; clear: both; } READ: Atomic Bomb EssayBibliography: .

Motivation The Need to Achieve

Psychologists’ view on origin of motivation Motivation in sports fluctuates from time and from individual to individual. Its unpredictability has seen many mediocre sportsmen turn into champions and heroes while great sportsmen turn into mediocre villains. The complexity of motivation has led to several psychologists coming up with various explanations on the source of motivation.Advertising We will write a custom essay sample on Motivation: The Need to Achieve specifically for you for only $16.05 $11/page Learn More As early as 1889, psychologists such as Norman Triplett had posited that motivation is as result of social setting (Triplett, 1898; Carlson Heth, 2009). Even though several years later many psychologists also tried to explain what causes motivation or lack of it from various viewpoints, one thing they unanimously agreed on was that human beings have no control over their motivation process at some point. The debates aside, motivation stems from both our biological make up and experience (Harrnstein, 1972; Maslow, 1987). Theories on motivation One theory on motivation is the goal setting-theory which postulates that many people are driven to success measured by finally reaching the desired definite end. Such individuals will work to achieve these goals especially if they are moderate in nature. This is because optimal drive to succeed is achieved as low or too high goals will only work to discourage the individual. That is, he will be driven to success by the close proximity and yet uncertainty of success which is very specific. Thus, tasks which are very specific, with moderate difficulty and proximity will be more motivating than those which are general and too difficult to achieve. Setting of goals is only possible because human beings have self determination to succeed. This is what is postulated by the self-determination theory to explain what drives human beings to achieve. This theory opines that humans a re inherently driven to grow and develop and hence our source of motivation is somewhat inborn. However, this theory recognizes the role of external factors as the main activators of this innate drive to succeed. The need to control the events of our lives in order to feel connected to others and be competent in our skills is the primary sources of our motivation. Hence, human beings are able to control their thoughts and conscious and channel them towards striving for excellence (Murphy, 2009; Ryan Deci, 2000). Thus, we are able to control our desires for success, and feelings of pleasure and acceptance (Ryan Deci, 2000). The Need hierarchy theory of motivation states that human beings are only driven to success by those needs which they have not satisfied. Since, human beings have complex needs, they are satisfied from bottom up with those on the higher levels satisfied first. As one moves up the hierarchy of needs, the drive to achieve increases. Thus, the drive that an individ ual has for quenching his thirst or filling an empty stomach is lower compared to that of achieving his full potential or self actualization which is the highest level of need.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Incentive theory of motivation cuts across various theories of motivation. It somewhat incorporates all these theories in a bid to explain the complexity of motivation. Incentives to move to greater heights can come in various forms. Others can be intrinsic while others can be extrinsic but they all act as incentives towards success. Satisfaction achieved from participating in activities gives us the feeling of pleasure and acceptance. This can be encouraging enough to drive us to success. The rewards of pleasure and acceptance are usually intrinsic as postulated by self-determination theory. External stimuli activate these internal stimuli. However, it has to be noted that external and internal stimuli sometimes work antagonistically. Continued usage of external stimuli as a source of motivation may eventually replace the innate drive to succeed. Like sportsmen, we have an intrinsic desire to win, improve ourselves and learn new ideas. On the other hand, extrinsically we can be driven by the desire having rewards such as medals, promotion and money among others. When such rewards are not forthcoming, we may lose our motivation. (Baumeister Vohs, 2004; Carver Scheier, 2001). However, when an external stimulus is introduced, they lose their autonomy. And when such stimulus is withdrawn, our motivation slumps. Conversely, such external rewards as trophies, scholarships, medals and money may be so ingrained in us that they become more or less part of us. Hence, we will go a great length to achieve them. In this scenario, such external stimuli almost become intrinsic because failure to attain them will only push us to work harder, thereby, raising our mo tivation. Such external stimuli, when achieved would become part and parcel of our growth, hence becoming a ‘biological need’. Because intrinsic stimuli are not always a guarantee, there is need to find a suitable extrinsic stimuli to drive us to success. This should be done with caution though as over usage of external stimuli may eventually replace internal stimuli. Self-efficacy and self-esteem as motivators However, sometimes we lack both stimuli. Thus, we will not make any attempt to participate in any activity even though we might be assured of success. Our lack of motivation can be attributed to lack of or low self-esteem and lack of or low self-efficacy.Advertising We will write a custom essay sample on Motivation: The Need to Achieve specifically for you for only $16.05 $11/page Learn More With self-efficacy, we are able to carry out a self evaluation of our capabilities to achieve any goal of any difficulty and even without a glim mer of hope of succeeding. More, we can have the drive even if the goals are not clear. (Ormrod, 2006; Bandura, 1997). When we have high self-efficacy levels we are highly driven, hence will always go an extra mile to achieve success. Contrarily, low self-efficacy levels lead to low motivation as the lack self belief is vital for motivation and achieving success. Self-efficacy is more of being overconfident (Luszczynska Schwarzer, 2005) which many people have spoken ill of. When properly utilized, overconfidence can motivate us to success rather lead to our downfall as many believe. However, there is a difference between being overconfident and feeling good one’s self which is termed as self-esteem (Fishbein, Ajzen, 1975). Feeling good does have the element of the sense of belonging that can effectively and strongly drive an individual to success. The competitive nature of life’s challenges requires more than just feeling good; the pain of losing, the joy of winning and the long strenuous hours of practice demand commitment and consistency that can only be achieved through high motivation. Ego and goal-orientation as motivators One can only be moved to action by self-esteem; however, to sustain the action despite the challenges, one needs goals to achieve. Such goals can only be set when an individual has high self-efficacy. Like an overconfident individual, egoistic people have been shunned for most people to believe that their ego will cloud their judgment. However, the ego can be a greater motivator as we would always want to be the best. This is unlike a goal oriented individual who would go to a great length to learn something new and grow. Indeed, an individual who is able to find a common ground between being goal oriented and ego oriented would, however, be more successful (Walle, 1997; Locke Latham, 2006). Conclusions Due to the critical role that motivation plays in the success in our lives, it is important for us to understand what motivates us. We should be able to classify stimuli as extrinsic or intrinsic. Such information is very important as it will help us in mapping out appropriate action plans in our lives and formulate ways in dealing with those times when we are lowly or highly motivated (The British Psychological Society). However, we should take charge of our own lives and motivational processes by changing our attitudes, cutting a niche for ourselves in the environment we live in and become actively involved in the activities we engage in. Moreover, concentrating on the positive things, praising others and staying around motivated teammates will be a great boost.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Limitations of the article and how to improve the article These theories on motivation in life few lack of corroborating evidence to support their numerous points of view. Even though psychologists argue their cases effectively, they do not cite other researchers to affirm their cases. Moreover, they do not use real life scenarios to prove the validity of most of their assertions. Thus, there need to carry out more research studies into the causes of motivation. They studies should extend into other numerous fields other life, education, business and sports. Moreover, there is overemphasis on motivation as the sole driver of life ignoring other aspects such as spirituality. Success in life does not entirely depend on motivation as many spiritual leaders and people believe that to succeed in life; we need the divine power that comes from God. There is need to study the psychology of those who entirely believe in spirituality as the drive to success. In addition, since there is contin ued use of performance enhancing drugs amongst many sportsmen, there is need to study their psychology and what drives them into using such drugs to improve their performance. References Alexander, P., Ryan, R., Deci, E. (2000). â€Å"Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions†. Contemporary Educational Psychology, 25 (1). Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Baumeister, R., Vohs, K. (2004). Handbook of self-regulation: Research, theory, and applications. New York: Guilford Press. Carlson, N. R., Heth, C.D. (2009). Psychology the Science of Behavior. Toronto: Pearson Education. Carver, C., Scheier, F. (2001). On the self-regulation of behavior. New York: Cambridge University Press. Eliot, J. Motivation: The Need to Achieve. In: Murphy, S. (1957). The Sport Psych Handbook. Champaign, IL: Human Kinetics Publishers, Inc. Fishbein, M., Ajzen, I. (1975). Belief, attitude, intention, and behavior: An in troduction to theory and research. Reading, MA: Addison-Wesley. Harrnstein, J. (1972). â€Å"Nature as Nurture: Behaviorism and the Instinct Doctrine†. Behavior 1 (1): 23–52. Lepper, M., Greene, D., Nisbet, R. (1973). â€Å"Undermining Children’s Intrinsic Interest with Extrinsic Reward; A Test of ‘Overjustification’ Hypothesis†. Journal of Personality and Social Psychology 28: 129†37. Locke, E., Latham, G. (2006). â€Å"New directions in goal-setting theory†. Current Directions in Psychological Science, 15: 265-268. Luszczynska, A., Schwarzer, R. (2005). â€Å"Social cognitive theory. In M. Conner P. Norman (Eds.), Predicting health behavior (2nd ed.). Buckingham, England: Open University Press. Maslow, A. H. (1987). Motivation and Personality. New York: Pearson Education. Murphy, J. (2009). Inner Excellence. New York: McGraw-Hill. Ormrod, J. E. (2006). Educational Psychology: Developing Learners. (5th ed.). Upper Saddle Ri ver, N.J.: Pearson. Ryan, R., Deci, L. (2000). â€Å"Self-Determination Theory and the Facilation of Intrinsic Motivation, Social Development, and Well-Being†. American Psychologist. The British Psychological Society. (n.d). Becoming an Educational Psychologist. Retrieved from https://careers.bps.org.uk/area/educational Triplett, N. (1898). The dynamogenic factors in pacemaking and competition. American Journal of Psychology, 9: 507-533. Wigfield, A., et al. (2004). â€Å"Children’s motivation for reading: Domain specificity and instructional influences†. The Journal of Educational Research, 97: 299-309. Walle, D. (1997). â€Å"Development and validation of a work domain goal orientation instrument†. Educational and Psychological Measurement, 8: 995-1015. This essay on Motivation: The Need to Achieve was written and submitted by user Jed1d1ah to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Role of the Sexes essays

Role of the Sexes essays The submissive role of the female in a marriage or relationship is a common problem in many societies, including our own American society. This role has become so common that in fact it is now expected of the female. This male dominance goes as far back as the human race, to the beginning of relationships and marriage between the female and the male. Then, the physical prowess of the male led to his dominance in all situations and thus formed these roles. Even presently, with all our advances in equal rights and womens advances in the work fields, this role of submission and passivity is still present among our society. Why do women accept this role? Why hasnt it banished with the right to vote and her expansion into the male-dominated workplace? These roles are inbred into our society. The men are raised to lead and take charge. Women, on the other hand, are taught that their place is to keep peace, and in most scenarios that means conforming. There are many reasons women accept or allow this role. For many women, they find safety in allowing the male to dominate the relationship. The submissive role is familiar or so expected that the women fear changing the situation. Many authors illustrate this role of the sexes and portray some reasons and situations that are common in our society, such as Sidonie-Gabrielle Colette, in her story The Hand, and James Joyce, in Eveline. These two authors both, even though each describes a woman in a very different, yet remarkably similar, situation, discuss one of the major reasons women succumb to males. Colette was a significant feminist in the early 1900s when the womens right movement was in full swing. She fought for equal opportunities for women and proved it was possible when she was the first woman to be admitted to the Goncourt Academy. As a novelist, she used her writing to illustrate the assumed roles society has developed. The C...

Offences Committed and Charges Case Study Example | Topics and Well Written Essays - 3750 words

Offences Committed and Charges - Case Study Example Carol recovered from the snake bite, but lost her baby which died as a result of the poison entering Carol's system. Ahmed , Carol's boyfriend and father of the baby, found out who had sent the snake and decided to kill Mary. Ahmed discussed the idea with his brother Mike whilst they both shopped in the local supermarket. Gabriel, Mary' brother, who happened to be in the local shop, overhead what Ahmed planned to do and he confronted Ahmed and spat in Ahmed's face. Incensed, Ahmed grabbed a knife from the counter and told Gabriel he would kill him. Gabriel ran out of the shop and hid in the back of a bin-lorry that was parked outside. When the bin-lorry moved off Gabriel was badly crushed and died of his injuries. f)Also ensure that you prove the actus reus, mens rea etc. don't juststate the ofence/defence,prove them.e.g.for provocation you would need to prove that the D suffered a sudden and temporary loss of self -control and that the provocation was sufficient to have caused a reasonable man to have acted similarly(all the while you support your statements with authority-case law or statute or both and apply to the facts before you) In determining the possible charges that each of the above persons might face it is necessary to consider the mens rea and the actus reus for the offences. Having established the criteria needed for such charges to be brought it will be then necessary to discuss any possible defences that each might have. From this it should be possible to reach a conclusion as to the offences committed and the persons that will be charged with the offences. As there are four potential defendants it will be best to discuss the possible charges for each under separate headings. Richard In the above it has been stated that Richard punched Rose in the face and broke her nose. In order to determine what Richard might be charged with it is necessary to consider the level of the assault and then the actus reus and mens rea required to prove the offence. Charges can be brought for assault under either s39 of the Criminal Justice Act 1988 (CJA 1988), or the Offences Against the Person Act 1861 (OAPA, 1861) were there are three levels of assault that can be charged. These are listed under s18, s20 and s47 of the OAPA. The degree of injury is used by Crown Prosecution Service (CPS) in determining under which section of the Act the accused should be charged. S18 and s20 offences generally require the victim to have received a wound in which the skin has been broken. Under the charging standards as applied by the CPS injuries such as a broken nose would be covered by a charge under s47 OAPA. Actus reus under s47 The term actus reus refers to the act of the accused which when combined with either intention on the part of the accused or recklessness causes a crime to be committed. The actus reus for an offence will alter depending on the crime committed. Cases such as Fagan v MPC [1969] 1 QB 439, [1968] 3 All ER 442 and Savage v Parmenter [1991] 4 All ER 698 suggest that the actus reus of assault has been committed when

Mandatory vaccinations Essay Example | Topics and Well Written Essays - 750 words

Mandatory vaccinations - Essay Example On one hand, proponents of mandatory vaccination call it medicine’s greatest achievement while, on the other hand, concerned professionals and parents believe the application and theory of this policy is flawed and are not willing to comply with this goal. This paper seeks to argue that vaccinations should not be mandatory because it violates the rights of parents, it could be dangerous to the health of many children, and some are just plain unnecessary. Mandatory vaccinations are controversial for a number of reasons. First, they deprive the rights of parents to choose. Although there is no consent required by federal guidelines before vaccination, 1986’s Childhood Vaccine Injury Act requires doctors to present a Vaccine Information Statement to the recipients representatives (Staver 11). Some states have legislated specific consent laws. This sort of consent is both ethical and appropriate for parents to possess better information on vaccines. In the United States, forty-eight states allow exemption to vaccinations to serve both public health concern and religious freedom. A parent’s right to make a voluntary and free decision regarding the child’s vaccination schedule must be treated as a human right since it involves a risk where the product’s after-effects are concerned (Staver 12). While no evidence exists that, these vaccines can cause grievous harm or death no guarantee exists that the mandatory vaccine will not cause complications that could lead to a serious injury. Mandatory vaccines are wrong because they involve the government taking away the right of a parent to consent or refuse a pharmaceutical product that they may not prefer. Another argument against mandatory vaccinations is the fact that these vaccines could actually be hazardous to the health of the child. First, these vaccines contain chemicals that may be harmful to the

Former incarcerated persons attitudes and perceptions of successful Dissertation

Former incarcerated persons attitudes and perceptions of successful reentry - Dissertation Example There has been a fourfold increase in incarceration, and parole release rates have reduced radically. At the same time, there has been a significant increase in parole supervision. This has been accompanied by a drastic increase in parole revocation, with the result that hundreds of thousands of people are forced back into prison. The policy makers have not accorded much importance to reducing recidivism and enhancing integration of the released convicts into the community (Travis, 2008). Latessa, another eminent professor in criminology claims that there is conclusive evidence, which clearly shows that treatment programs enjoy different levels of effectiveness. In fact, there should be a segregation of offenders into the low and high risk categories. Offenders belonging to the high risk category should be subjected to more intense supervision and treatment, as they tend to benefit from such measures. Services should primarily focus on the factors in offenders that lead to criminal b ehavior. It is now clear that programs that are properly designed and implemented have the capacity to reduce recidivism to a major extent. On the other hand, improperly designed and poorly implement programs can actually enhance recidivism (Latessa, 2008). ?American society has to envisage the onerous task of reintegrating into society, a large number of released prisoners. This number is quite significant, and was of the order of 635,000 per annum. The prison population, in the year 2002, was around 1.4 million, and 93% of these individuals would ultimately be released into society (Day, 2005, p. 346). Another disquieting feature of this state of affairs is that the average prison term does not exceed 2.5 years. In fact, some 44% of the prisoners would be released within a year of being incarcerated. Public safety is crucially affected, by prisoner reentry, which can be understood as the different activities that enable released prisoners to join the mainstream of society as respo nsible and law abiding members (Petersilia, 2009, p. 3). The majority of the ex – convicts suffer from social and medical problems. These individuals, in the main, tend to be uneducated, unskilled and devoid of adequate family support. In addition, they have to bear the cross of having been imprisoned, which invariably generates distrust and fear. Another, disquieting feature relates to the prevalence of substance abuse, in nearly 75% of the prisoners, and the affliction of a sixth of prisoners with mental illness. Less than a third of such prisoners are provided with treatment in prison (Holzer, Raphael, & Stoll, 2003). As revealed in a study a by Petersilia, an eminent scholar of criminal justice, the proportion of prisoners with infectious diseases is five times that of the proportion of the US population. The extent of this malaise can be gauged from the fact that around 25% of those infected with HIV or AIDS in the US transit through prison or jail. It has been stressed by experts in the area of public health that HIV will continue to increase in prisons and will eventually increase prevalence rates in the general community (Petersilia, 2009, p. 4). This will be the outcome of imprisoning and releasing a greater number of drug offenders. Furthermore, the number of prison inmates with marketable employment skills or adequate literacy to

Curriculum Steiner Montessori

Curriculum Steiner Montessori Introduction As with most things in education, there is no agreed definition of ‘curriculum’. The way we understand and theorise it has altered over the years. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr (Kelly 1999, p.10) defines curriculum as ‘All the learning which is planned and guided by school, whether it is carried on in groups or individually, inside or outside school.’ There are many theorists who have studied child development and have designed curriculum’s from their own theories which they think will offer the best learning environment. This report will only examine three of various current curricula but offers an insight of how there is no real right or wrong way of how a child learns. The report will take a look at the ‘Steiner Method’, the ‘Montessori Method’, and finally it will discuss the ‘High Scope Method’, a more recently developed method. It will also provide examples on how some of the ideas of these methods are being incorporated into other childcare settings and curriculums. The Steiner Method There is over eight hundred Steiner schools world wide. The Steiner method is based on the philosophies of Rudolf Steiner and the education emphasises personal responsibility and social awareness. The central aim of the education is to equip young people emotionally, spiritually and intellectually, not only to meet the future but to play an important part in shaping it. According to Steiner’s philosophy, man is a threefold being of spirit, soul, and body whose capacities unfold in three developmental stages on the path to adulthood: early childhood, middle childhood, and adolescence. Steiner education differs from the mainstream in a number of ways. In a Steiner school there is no Hierarchy, teachers and parents work along together. Children do not start formal education until they are six or seven years old and they then stay with the same teacher for seven years. The teacher works with the student’s parents, often visiting the family home to allow parental involvement. Classrooms are filled with natural and organic materials. In a Steiner nursery, children typically play with simple unfinished, wooden toys rather than bright plastic ones, to allow their imaginations to develop. A Steiner classroom would have few books and few computers. The Steiner philosophy dictates that screen images hinder the development of thought and imagination. Colour is important to Steiners educational philosophy for helping childrens imagination to thrive so pupils are instructed carefully as to how to proceed through the colour spectrum (Lewis 2001). The huge difference between the Steiner method and other methods is that learning is directed by the teacher rather than the child. There is a huge emphasis on creativity and teachers will show children how and what materials they use. Teachers stress physical development through a ritualised dance form called eurhythmy. Another primary principle of the Steiner method is children do not start reading until their adult teeth have erupted, usually around age seven, which, according to Steiner, shows the child’s readiness to start formal education. Delayed reading is one of the most controversial issues surrounding Steiner education, and there is concern from some educators that children may miss out on their literacy and reading â€Å"windows† (Mogensen 2004). The Steiner method is one that is hugely different to other methods used in Nurseries and schools; therefore it is sometimes difficult to see similarities in other educational institutions. However you can see similar theories in the Montessori Method. The use of natural materials and the calm setting is one of the main principles that link the two methods. I have seen this in place at a Montessori primary school. The school was very quiet, and lots of toys and learning materials were made of wood and other natural materials. The school also adopted some of the creative ideas that Steiner follow. They let the children make their own story books instead of reading published books with ‘ready-made’ images, which encourages the child to use their imagination more widely. I think this is a great idea, as children are not tainted by a particular image of a person, animal, object or environment. Kettle Nursery, who follow a 3-5 curriculum, hold regular meetings with parents to inform them of their child’s development, and they also give parents opportunities to observe their child in the nursery. This promotes parental involvement, which is another of Steiner’s main principles. The Montessori Method The Montessori Method is an educational method for children, based on theories of child development originated by an Italian educator, Maria Montessori. The method accommodates all ages of children but it is applied primarily in preschool and elementary schools. It is an alternative type of method that harnesses the child’s natural ability to learn and is built upon the idea that children develop and think differently than adults. The Montessori Method supports all aspects of the Childs personal and social development. â€Å"From the moment the child enters the classroom, each step in his education is seen as a progressive building block, ultimately forming the whole person, in the emergence from childhood to adulthood. All focus is on the needs of the child† (Hainstock 1997, p.xiii). One distinguishing feature of the Montessori at the preschool age is that children direct their own learning, choosing among the sections of a well structured and stocked classroom including practical life, sensorial, Language, Math, Geography, Science and Art. The â€Å"Practical Life† area is especially for the very young child and teaches them how to care for themselves and their environment. Here, a child will learn to dress themselves, to pour, to wash a table, and to properly wash their hands, among other things. The â€Å"Sensorial† area allows them to use their senses to learn about the world. Here, a child will learn to judge different heights, lengths, weights, colors, sounds, smells, shapes, and textures. The language, math, geography and science areas provide a child with aids for their intellectual development. Exercises in body movement assist their physical development and their awareness of their body and what it can do. Many Montessori schools add such areas as music, art, dancing, sewing, wood-working and foreign languages to further enrich a child’s total development (Montessori 1912). In a Montessori school, a child teaches himself through their use of the specially designed Montessori materials. These are attractive, generally simple, child-sized materials that are self-correcting, that is, if a child makes an error, they can see it by looking at the material itself in this way; no adult is needed to point out their mistake and perhaps injure their self-esteem. The child learns to work alone and with others in a Montessori school. A child learns to follow the class â€Å"ground rules† and may often remind other children to follow them as well. Because they can choose their own work and do it at their own pace, a child has many opportunities for success; the Montessori classroom is non-competitive. They will also have access to plants and animals and will help care for them. The Montessori classroom is an attractive place in which a child can be free from adult domination and can discover their world and build their mind and body. The Montessori Method is unique. It is based on a sensible balance between freedom and structure specifically designed for the young child. It provides a pleasant environment with carefully devised materials that meet the child’s natural needs. It provides the overall guidance of a thoroughly trained teacher. The role of the teacher is to introduce children to materials and remain a â€Å"silent presence† (Montessori 1912, p.371) in the classroom. Montessori gives a child a strong basis, in their most formative years, for developing into a well-rounded, responsible, happy and fulfilled adult. From my experience in Kettle nursery, I can see how the curriculum incorporates some of the ideas that the Montessori Method follows. For instance, the children are fully encouraged to do things for themselves, and lead their own play and learning. The adult is to only serve as an assistant by supporting and extending their learning through play. They are also encouraged to clean up after themselves; washing up their snack dishes, cleaning the tables and tidying away materials once they have finished using them this is a very similar idea to the Montessori’s practical life idea. Another activity that allows children to experience practical life is when as soon as they enter the nursery they are expected to remove their outside clothing and shoes themselves, and at the end of the day they are expected to put it back on themselves. The High Scope Method The High Scope curriculum was developed in the United States of America in the 1960’s. It is one of the most common methods used there and in some other countries. The idea behind High Scope is that children should be involved actively in their own learning. The adults working with the children should see themselves more as facilitators than supervisors. The High Scope method is an â€Å"active learning† approach. This means students have direct hands on experience with people, objects, events and ideas. Children’s interests and choices are at the heart of High Scope based programs. They construct their own knowledge through interactions with the world and the people around them. Children take the first step in the learning process by making choices and following through on their plans and decisions. Teachers and parents offer physical, emotional and intellectual support. In active learning settings adults expand children’s thinking with diverse materials and nurturing interactions. High Scope has unique features that differentiate it from other early childhood programs. One is the daily plan-do-review sequence. Research shows that planning and reviewing are the two components of the program day most positively and significantly associated with children’s scores on measurements of developmental progress. This three-part sequence is unique to the High/Scope approach. It includes a short small group discussion during which children plan what they want to do during work time (the area to visit, materials to use and friends to play with). They are then given to time to carry out their plans and then they meet up again for another group discussion for reviewing what they have done and what they have learned. In between â€Å"do† and â€Å"review† children clean up by putting away their materials or storing unfinished projects. Children are very active and purposeful during â€Å"do† time because they are pursuing activities that interest them. They may follow their initial plans but often as they become engaged their plans shift or may even change completely (High Scope Educational Research Foundation 2007). The High Scope method also operates group time. ‘Small’ group time is a chance for the children to meet with an adult to experiment with materials and solve problems. Although adults choose the activity to emphasise a key experience, children are free to use the material in any way they want during this time. ‘Large’ group time is the time where children and adults come together for movement and music activities storytelling and other activities. Children have many choices and play the role of leader. In High Scope programs adults are as active in the learning process as children. A mutual give and take relationship exists in which both groups participate as leaders and followers, speakers and listeners. Adults interact with children by sharing control with them; focusing on their strengths, forming genuine relationships with them, supporting their play ideas, and helping them resolve conflicts. Adults participate as partners in children’s activities rather than supervisors. They respect children and their choices and encourage initiative, independence, and creativity. Because adults are well trained in child development, they provide materials and plan experiences that children need to grow and learn. Children and adults spend at least half an hour outside every day enjoying vigorous and often noisy play. They are free to make large movements running, jumping, climbing swinging rolling jumping yelling-all with energy. They collect and they garden. In extreme weather they do large motor activity indoors. Transition times are the minutes between other blocks of the day including arrival and departure times. The goal is to make transitions pass smoothly since they set the stage for the next segment in the days’ schedule. They also provide meaningful opportunities themselves. Children may decide how to move across the floor on the way to small group time. With a consistent daily routine, children know what is going to take place next. It is not unusual for them to announce the next activity and initiate the transition. Snack time allows children to enjoy eating healthy food in a supportive social setting (High Scope Educational Research Foundation 2007). Some of these daily routines that happen in a high scope nursery are quite similar to other curriculums. The idea of the child leading their own learning is incorporated into the Montessori Method and the 3-5 year Curriculum. I have seen this work well at Kettle Nursery. Another important element that I have seen in working action was the importance of health. Snack time at Kettle allows children to experience a healthy eating experience; including sugar free snacks, fruits and vegetables. It seems to be that in the High Scope Method, the child’s health is a very important aspect of the curriculum, which is very similar to the 3-5 years curriculum. Kettle Nursery provides the opportunity for the children to experience play outside each day. They encourage an active lifestyle which again is very similar to High Scope. At the end of they day at Kettle Nursery, the Nursery Nurse also spends a few minutes to discuss with the children what they did that day, this is a little similar to the High Scopes idea of ‘reviewing’. References Hainstock, E. 1997. The Essential Montessori: An introduction to the woman, the writings, the method, and the movement. New York: Plume Books. High Scope Educational Research Foundation. 2007. Curriculum. [Online] Available at: http://www.highscope.org/Content.asp?ContentId=1 [accessed 24 September 2007] Kelly, A. V. 1999. The Curriculum: Theory and Practice. Thousand Oaks: Sage Publications. Lewis, G. 2001. Rudolf Steiner. [Online] Available at: http://www.freedom-in-education.co.uk/Steiner.htm [accessed 24 September 2007] Mogensen, K. 2004. Eyes Wide Open. [Online] Available at: http://www.aeufederal.org.au/Publications/AE/Atmn04pp26-30.pdf [accessed 24 September 2007] Montessori, M. 1912. The Montessori Method. [e-book] New York: Frederick A. Stokes Company. Available at: http://digital.library.upenn.edu/women/montessori/method/method.html [accessed 14 October 2007] Bibliography Scottish Executive. 2001. Curriculum Framework for children 3 to 5. Dundee: Learning and Teaching Scotland. Tanner, D. 2006. Curriculum Development: Theory into Practice. New Jersey: Prentice Hall. Maria Montessori. n.d. Maria Montessori, MD. [Online] Available at: http://www.montessori.edu/maria.html [accessed 24 September 2007]

The Ultimate Rifle Essay -- Technological Innovations, Advancements

In today’s world technology is constantly changing and evolving, at the forefront of technological innovation is the United States Military. The US military has lead major break troughs with satellites, GPS, aerospace engineering, marine exploration, and of course weaponry. In recent years a major weapons manufacturer named Heckler and Koch began designing and testing a new rifle that would retire the military’s standard issued M4. The proposed weapon is the H&K XM8. This rifle is more versatile, more reliable, and designed to better suit the soldiers carrying it than the military’s standard issued M4 and because of this the XM8 will help save lives. The XM8 is one of the most versatile weapons ever created. The XM8 is capable of exchanging interchangeable assembly groups consisting of the barrel, lower receiver, hand guard, butt stock modules, and sighting system ("XM8 Lightweight Carbine." xx). That’s not all, the XM8 is also capable of under barrel attachments such as the XM320 40mm grenade launcher and the XM26 modular lightweight shotgun system which can be added in the field without tools. The XM8 allows for the exchange of these butt stocks; the standard collapsible multi-positional version, an optional butt cap for portability, or a sniper butt stock with and adjustable cheek piece (Military Gear Spotlight: XM-8 Rifle). By allowing for different stocks the XM8 is capable of maximum comfort and performance for various situations. Being uncomfortable in a stressful situation is distracting, much like having a rock stuck in your shoe or a piece of food stuck between your teeth, only now the weapon that is your first line of protection is what is distracting you and putting your life in jeopardy. The XM8 essentially ensures t... ...tp://ezproxy.wnc.edu:2312/ehost/pdfviewer/pdfviewer?sid=e8a16477-59f6-4978- 98b2-f7773ede5fcb%40sessionmgr113&vid=7&hid=112>. "LEAVE TRIGGER ASSEMBLY ALONE." PS: Preventive Maintenance Monthly. Oct. 2005: 18. Web. 14 May 14. . "Military." XM8 Lightweight Carbine. N.p., n.d. Web. 10 May 2014. . "Military Gear Spotlight: XM-8 Rifle." Military Gear Spotlight: XM-8 Rifle. N.p., n.d. Web. 10 May 2014. . "US Army Reviews OICW Programme." N.p., n.d. Web. 05 May 2014. .

A Critique on Sharon Beatty’s Essay

In her essay, Sharon Beatty provides useful insights for the dissertation supervisor as well as the doctoral student with respect to the nature of the supervisor-student relationship, the dissertation process, and early career development in publishing.The topics discussed in the said paper includes: (1) preparation for the dissertation in the American Education System; (2) Getting started; (3) stages of research; (4) supervision during the process; (5) the study and getting closure; (6) moving dissertation to journal articles; (7) dealing with the submission and review process; and (8) the next step.In the introduction, Beatty noted that the dissertation process can be enjoyable when all the ingredients are present and all procedures are followed to a T. She stresses the need for a positive attitude while undergoing the dissertation process and she shares her views on this matter based on the experiences she has gained as a member oh at least 14 doctoral dissertations on marketing.A s a critique, I would have to say that Beatty covered the aspects of writing dissertations very well. Special mention should be made to the fact that Beatty imparted useful and interesting advice with respect to how the relationship between doctoral supervisors and students can evolve and grow in the process. Needless to say, the supervisor and the students should harness a symbiotic relationship along the way to ensure the success of the dissertation.

The Complete ACT Instructions Expert Guide and Tips

The Complete ACT Instructions Expert Guide and Tips SAT / ACT Prep Online Guides and Tips What exactly are the instructions on the ACT? Do they really matter? We will go over the complete ACT directions, including the main directions and the specific directions for each section. We’ll show how they reveal tips for how to do well on the test. You may be surprised by how many hints there are in the ACT directions! Furthermore, knowing these directions before test day can save you time and stress – so you can just focus on the questions! So read on to be as prepared as possible for the ACT. Overall ACT Directions These are directions that appear on the front of your test booklet and apply to the entire test. Read the complete directions below, and then we’ll discuss the most important points. Directions and sample questions via ACT's Preparing for the ACT Guide. We'll break down our observations into categories for the main directions since they're pretty long! Calculators You can only use a calculator on the math section. While you likely won’t be tempted to pull out your calculator for English or Reading, some students get confused since the Science section also contains numbers, graphs and charts. However, you cannot use your calculator on the Science section. If you pull out your calculator for a non-calculator section, you can be disqualified and your scores invalidated. Make sure to only have the calculator out for math! Notice that the ACT lists this rule before the even more basic ones about how to fill in answers, meaning they’re very serious about it. Marking Answers The mechanism for marking your answers is pretty basic if you’re taken standardized tests before: â€Å"Decide which answer is best, locate on the answer document the number that matches the question you’re on, fill in the oval completely.† This seems basic, but you need to be careful to check your answers every few questions to make sure you didn’t start filling out the bubbles off by one. How awful would it be if you found most of the right answers but bubbled in your test incorrectly? Also, make sure to â€Å"Use soft lead and make your marks heavy and black.† That means no ink or mechanical pencil. Make sure you bring enough sharpened pencils with you so you don’t have to get up and sharpen your pencil during the test. We suggest bringing at least four, one for each section, plus one for the essay if you’re taking the ACT Plus Writing. One other caution the directions bring up: â€Å"Mark only one answer for each question†¦erase completely if you change your mind.† Basically, you want to make sure your answer key is as clear as possible. You might leave time in the last few minutes of the test to double check your answer key to make sure all answers are filled in and neatly marked. Finally, only responses marked on your answer document are scored. Your booklet is not scored in any way. If you’re marking your answers in the booklet and then transferring a few answers at a time to the answer sheet, be very careful to make sure you don’t run out of time. Remember, you can only get credit for an answer bubbled onto the answer sheet. Guessing You might think that the ACT doesn’t care one way or the other how well you do on the test. Think again. Notice that they say in all caps, bold, and italic that â€Å"IT IS TO YOUR ADVANTAGE TO ANSWER EVERY QUESTION EVEN IF YOU HAVE TO GUESS† ! They’re right, of course – since there is no point deduction for wrong answers, you can pick up a few extra points by filling in all the bubbles on each section, even if you’ve run out of time and you have to guess. You can read more about smart guessing strategies over here. But as we learn in the next section, you can only guess or fill in random bubbles while a particular section is being tested – you can’t, for example, fill in random bubbles for Math questions when you’ve moved on to Reading. Only Work on the Section at Hand You can work on a section only after the proctor has told you do so. You cannot go ahead to a different section, and you cannot work on a previous section. You can get disqualified for doing this! When I took the ACT last June, that particular rule was repeated several times during testing, so you can bet it’s important. The reason for the rule is that they want to make sure students only use the allotted time to work on each section. This also means you have to lay down your pencil exactly when time is called. You can’t continue to fill in or erase bubbles. Be extra careful when you are in the last five minutes of the test! It’s not worth the risk of having your whole test thrown out just to bubble in one more question. Not all proctors are going to be super strict on this (they might give you a grace period of a few seconds after they call time), but some are – and you don’t want to risk your entire test being cancelled because you’re trying to sneak in a last answer. Also, do not, do not, do not bubble in more answers for a section after you’ve moved on to a new section! Proctors walk around and mark down the last answer you’ve filled in right after a section, so they’ll notice if more bubbles get filled in later in the test. Again, it's not worth getting your test thrown out. ACT English Instructions Here are the complete directions for the English section, followed by the some important points: The directions say â€Å"The test is broken into five passages, each with 15 questions.† This comes out to 75 questions, meaning you have just 36 seconds per question! You’ll have to keep your pacing up during this section to answer all the questions. (This is why we highly recommend you make carefully-timed practice tests an integral part of your ACT practice, by the way!) As to the format, the directions say â€Å"Certain words and phrases are underlined and numbered, the questions each present alternatives for the underlined portions.† The English test is designed to help you move quickly between the question and the part of the passage it’s asking about. Still, you should do practice sections to get used to this format. Check out some example questions below. The test is designed so it's easy to see the part of the passage each question is asking about. The directions also tell you what kind of answers you should be looking for. â€Å"You are to choose the one that best expresses the idea, makes the statement appropriate for standard written English, or is worded most consistently with the style and tone of the passage as a whole.† So if you get stuck on an English question, choose the answer that seems the clearest to you. (Of course, you should read more about the grammar rules you need to know for English so you're not caught unprepared!) Also, for many questions, the wording in the passage is already correct. â€Å"If you think the original version is best, choose 'No Change.'"This can be more often than you think! Don’t be afraid to choose this answer. Some questions are about a paragraph or the passage as a whole, which is why it’s important to at least skim the whole passage. However, we disagree with this part of the directions: â€Å"Read each passage through once before you answer the questions that accompany it.† You don’t actually have to do this. It’s possible to attack the questions immediately and skim the passage for bigger-picture questions. Try a few practice sections using both methods and use the method that works best for you. Finally, keep in mind that â€Å"For many of the questions, you have to read several sentences beyond to answer it.† This is important to remember. Even if you attack the questions immediately, don’t just read the single sentence. Make sure you have enough context to answer with confidence. Remember, you’re looking for the answer choice that makes the passage as a whole as clear as possible! ACT Math Instructions Read the directions below, and we’ll go over the important points: These are the basics of the math section: â€Å"Solve each problem, choose the correct answer, and then fill in the corresponding oval on your answer document.† Again, this seems obvious, but it’s helpful to think of the math section in terms of solving problems. You’re not just finding the right answer, like on the English questions. Math is a bit more involved. The directions offer some very important advice on this, especially given that you’re solving 60 problems in 60 minutes: â€Å"Do not linger over problems that take too much time. Solve as many as you can; then return to the others in the time you have left for this test.† This is a very important strategy. You have approximately one minute per question on math. If you waste five minutes on one question, you lose the opportunity to work on four other questions. We recommend wearing a watch during the test so you can keep an eye on how long you’re taking on each question. Remember from the overall directions that Math is the only section you can use a calculator on. The directions have some good advice about how to use the calculator, as well: â€Å"You may use your calculator for any problems you choose, but some of the problems may best be done without using a calculator.† This is good advice. If you become over-reliant on your calculator you can waste a lot of time on the test or even make silly mistakes if you enter in a number incorrectly. Again, this is why practice is so important. Practice taking math sections with a calculator, and figure out where using a calculator saves you time – and where you tend to waste time. (Learn about the best calculator for the ACT.) Finally, the ACT lays out some ground rules about how the math problems are presented: â€Å"Unless otherwise stated, all of the following should be assumed. Illustrative figures are not necessarily drawn to scale. Geometric figures lie in a plane. The word line indicates a straight line. The word average indicates arithmetic mean.† So what does all this mean? The first rule, â€Å"figures are not drawn to scale† means you can’t solve problems just by looking at the picture and estimating. Many pictures are actually deliberately not drawn to scale to prevent you from taking a shortcut. Remember: you can’t solve any problems by using your fingers to estimate length or an angle. You have to do the math to solve the problems! "Geometric figures lie in a plane"means you can assume that geometric figures are on a flat surface. â€Å"The word line indicates a straight line† is straightforward, and basically allows the test makers to save space when writing directions. â€Å"Arithmetic mean† is the more precise word for average. It just means the sum of all numbers in a set divided by how many numbers there are. The ACT probably specifies "average means arithmetic mean" just to save space when writing questions. ACT Reading Instructions Check out the complete directions below for ACT Reading: Notice the directions say, â€Å"There are several passages in this test.† Actually, there are exactly four! One each of Literature, Humanities, Social Sciences, and Natural Science. Read more about ACT Reading passage types over here. Also, while the directions say â€Å"Each passage is accompanied by several questions,† there are precisely 10 per passage. In other words, every passage is exactly one-fourth of the Reading test. You can use this info to help budget your 35 minutes! ACT says to approach the reading section like this: â€Å"After reading a passage, choose the best answer to each question and fill in the corresponding oval on the answer document. You may refer to the passages as often as necessary.† Our advice: You can actually decide if you want to read the questions or the passage first. For some people questions first is easier, others prefer to read the passage first. The best way to tell is to do a few practice sections, trying each method. Stick with the one that feels best to you. Also check out our article about different ways to read the passage for more advice on this. ACT Science Instructions The Science section’s directions are quite similar to reading. Check them out and read our advice below. Again, while the directions vaguely note that â€Å"There are several passages in this test,† actually there are seven! Again, use this to budget your time – you have approximately five minutes for each passage. Just like on the Reading section, the ACT advises you to read the passage first: â€Å"After reading a passage, choose the best answer to each question and fill in the corresponding oval on your answer document. You may refer to the passages as often as necessary.† Again, you don’t have to read the passage first, you can jump straight to the questions – try it both ways and stick with the strategy that works best for you. (When I took the ACT last June, I found it was much more effective for me to read the questions first on Science and then turn to the section, even though my strategy on Reading was the opposite. Practice, practice, practice so you can develop the best possible strategies for you!) Finally, remember that â€Å"You are NOT permitted to use a calculator on this test.† As we covered above, keep your calculator put away for every section except math! ACT Writing Instructions If you sign up for the ACT Plus Writing, after you complete all of the multiple choice sections you have to write an essay – in just 40 minutes. While you should prepare for the ACT by taking full practice tests so you can build up the stamina you need, you should also familiarize yourself with the essay directions so you waste no time on test day and get straight to your essay. That 40 minutes goes by fast. Check out the complete directions below. The basics are as follows: â€Å"You will have forty (40) minutes to read the prompt, plan your response, and write an essay in English.† Only essays in English will be graded, even if it’s not your first language. Also make sure you use that time wisely. It goes by fast. Practicing the essay is important so you can get quick at planning, drafting, and editing an essay within such a short period. (Read more about the essay over here. The directions say that â€Å"Before you begin working, read all material in this test booklet carefully to understand exactly what you’re being asked to do.†This is important! A big part of doing well on the ACT essay is responding specifically to the prompt and not getting off-topic. Taking an extra minute to fully digest the prompt is a better use of your time than an extra minute to scrawl down any idea that pops into your head. The directions also provide a good summary of how your essay will be graded: "Analyze and evaluate multiple perspectives on a complex issue, state and develop your own perspective on the issue, explain and support your ideas with logical reasoning and detailed examples, clearly and logically organize your ideas in an essay, effectively communicate your ideas in standard written English." Translation? Take a stance on the position while acknowledging the other side, stay focused throughout your essay on your stance, use logical arguments and good examples to support your stance, use logical organization, and use clear language. In terms of the logistics, remember this: â€Å"You may use the unlined pages in this test booklet to plan your essay. These pages will not be scored.† Be careful not to spend too much time writing your essay outline – you will only be graded based on what makes it to the lined paper. Also, you might not need all the pages, but don’t skip lines when writing the essay! Even if you think writing every other line makes your essay look neater, this could cause you to run out of room. You can write corrections or additions neatly between the lines of the essay, but do not write in the margins. (These directions actually aren't stated, but they were on the previous year's ACT instructions and we think it makes sense to follow them!) Finally, keep in mind that illegible essays can’t be scored – remember the essay is graded by actual humans! So slow down if you notice your handwriting getting messy. That said, if your handwriting is messy but still readable, your score won’t be affected. This isn’t a penmanship test. So write as fast as you can while keeping your writing decently legible. Longer essays tend to be scored higher than short ones, so don’t sacrifice length for neat handwriting. If you finish early, you can review your essay. Put your pencil down as soon as time is called! Bottom Line The ACT reveals some test-taking strategy in the instructions – some helpful, some not so much. But remember the best way to develop a smart ACT strategy is to take complete practice tests. The more you practice before test day, the better prepared you'll be! Also, make sure you know these rules by heart on test day. You’ll save time if you don’t have to worry about the rules and can just dive into the questions. What’s Next? Looking for ACT practice tests? We’ve got ‘em! What else should you know about the ACT? Get a guide to ACT timing and ACT scoring. How can you prepare for the ACT? Start with our guide to ACT Science, a complete guide to grammar rules for English, and learn how to stop running out of time on Reading and Math. What’s a good ACT score? An amazing one? Find out here. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

How and When to Use the French Preposition Sur

How and When to Use the French Preposition Sur The French preposition sur, one of the most common in the French language,  usually means on, but it has a few other meanings as well depending on what its used with. Here they are. Location un livre sur la table   a book on the tablesur ma route   on my waysur la photo   in the photographsur le stade /  le marchà ©Ã‚   at the stadium / marketsur la chaussà ©e, le boulevard, lavenue   in the road, boulevard, avenueIl neige sur tout le Canada.   Its snowing all over Canada. Direction tourner sur la gauche   to turn to the leftrevenir sur Paris   to return to Paris Approximate time arriver sur les six heures   to arrive around 6 oclockElle va sur ses 50 ans.   Shes going on 50 (years old).sur une pà ©riode dun an   over a period / the course of a year Proportion/Ratio trois fois sur quatre   three times out of four​un enfant sur cinq   one child in fiveune semaine sur deux   every other week Subject/Topic un article sur les roses   an article on rosesune causerie sur là ©galità ©Ã‚   a talk on/about equality After Some Verbs Followed by an Indirect Object Sur  is also required after certain  French verbs  and phrases that are followed by an  indirect object. Note that there is sometimes no equivalent preposition in English but the French usage is idiomatic. Such verbs and phrase include: acheter quelque chose sur le marchà ©   to buy something at the marketappuyer sur  (le bouton)  Ã‚  to press (the button)appuyer sur  (le mur)  Ã‚  to lean (on the wall)arriver sur  (midi)  Ã‚  to arrive at around (noon)compter sur  Ã‚  to count onconcentrer sur  Ã‚  to concentrate oncopier sur quelquun  Ã‚  to copy from someonecroire quelquun sur parole  Ã‚  to take someones word, to take someone at his worddiriger son attention sur  Ã‚  to direct ones attention todonner sur  Ã‚  to overlook, open ontoà ©crire sur  Ã‚  to write aboutsendormir sur  (un livre, son travail)  Ã‚  to fall asleep (over a book, at work)sà ©tendre sur  Ã‚  to spread out overfermer la porte sur  (vous, lui)  Ã‚  to close the door behind (you, him)interroger quelquun sur quelque chose  Ã‚  to question someone about somethingse jeter sur quelquun  Ã‚  to throw oneself upon someoneloucher sur  Ã‚  to ogleprendre modà ¨le sur quelquun  Ã‚  to model oneself on som eonequestionner quelquun sur quelque chose  Ã‚  to question someone about somethingrà ©flà ©chir sur  Ã‚  to think about, reflect upon rà ©gner sur  Ã‚  to reign overrejeter une faute sur quelquun  Ã‚  to place the blame on someonerester sur la dà ©fensive  Ã‚  to stay on the defensiverester sur ses gardes  Ã‚  to keep ones guard uprevenir sur  (un sujet)  Ã‚  to go back over (a topic)sauter sur une occasion  Ã‚  to jump at an opportunitytirer sur  Ã‚  to shoot attourner sur  (là ©glise, la droite)  Ã‚  to turn (toward the church, right)

Astrology and Scientific Method Essay Example | Topics and Well Written Essays - 500 words

Astrology and Scientific Method - Essay Example For instance, in much of the world winter months are much colder and have much less daylight than Summer months, so it could be that babies who are first learning to walk and experience the world in June, when they can go outside and experience a great deal of sunlight, open spaces and so on, might generally have a different makeup from babies who are at that stage of their development in December, when they have little daylight and no open spaces. This could lead to their being a general difference in character between people born in December and those born in June, but would obviously be heavily related to how fast someone develops, the climate they live in and so on. And so far, there is very little reason to suspect this is true. The scientific method is one of the most important ways of understanding the world that humans have. Its basic idea is that you create a hypothesis, for instance, objects with mass attract each other. Then you perform experiments, and see if the results match or do not match your hypothesis. Using that example, if you drop a ball and it falls, it confirms the hypothesis, but if it does not then it denies it. One of the most important things about the scientific process it that any rule must be true one hundred percent of the time – if a ball ever just hovers in the air when dropped, one would have to re-think gravity. Things must also be repeatable – another person must be able to conduct the same experiment and get the same result. Astrology fails these tests in many ways – firstly, no astrologer would ever tell you that their horoscopes are true for every single person born under that sign every time a horoscope is published. Furthermore, astrology is not base d on observation of things that occur in the real world, nor does it use experiments to see if its finding are accurate. In light of everything I have learned about astrology, I would say that the line from â€Å"Julius

Criminology and criminal justice in The United Arab Emirates Essay

Criminology and criminal justice in The United Arab Emirates - Essay Example UAE has been established in December 2, 1971 with Abu Dhabi as the capital owing to its industrial and cultural activities. Their official language is Arabic and their official religion is slam. Economic wise, UAE is considered to have a strong high income with a GDP of $ 47,407. UAE based their political system on the 1971 constitution however each ruler of each federation retain an absolute power in their own emirate. Interestingly, the seven emirs vote for a president of the seven federations to be their leader however this does not affect the governance of each emir. UAE also has a semiautonomous body referred to as the National Guards with duties to guard the border, utilities in the oil field and other strategic locations. They also act as reserve in cases the metropolitan police force is in need of reinforcement from them. Abu Dhabi and Dubai police are the leading police forces in the UAE with their quality services. Abu Dhabi police department is honored to have maintained the shining image of the country with the dedication, honesty, and integrity of the policemen. Dubai policemen also pride themselves of preventing crimes before it occurs, bringing justice, maintaining security and order, and honoring and protecting lives with their mission in making Dubai the best in such services around the world. UAE has several police divisions to include traffic, criminal investigation, emergency police, nationality and passport, civil defense, immigration, prison, trials and court-martials with their own functions and responsibilities.

You can choose a topic related to the theme listed below Essay

You can choose a topic related to the theme listed below - Essay Example According to Department for International Development report, migration to the urban centers is important in alleviating poverty (p. 13). This development has been good for the region as it has seen the turning of the region into a known economic power that is able to sustain itself and see the erection of various mega structures that are not found in any other part of the world. The development has come with various side effects some of which include population surge which is expected to rise more by 2020. The cities in the region are flocked with visitors from other parts of the world being many. With the population continuing to increase, questions of sustainable development arises as it is evident that after such, the population may be too much to handle, the traffic, and the industries. This essay will therefore explore city life in the gulf and evaluate the developments witnessed from sustainability point of view. Most gulf countries have witnessed the recent form of development with their urban centers growing and the population increasing double fold. However, as much as this is good for a developing nation or urban center in production of labor and market, it is also dangerous as at times the population may be a threat to sustainability. The quality of life in most of the gulf cities is at a critical condition with more people flowing in to have a share of the good economic run that is being witnessed at the period. Urbanization as indicated above is a result of good economic performance and an increase in the population. This leads to the formation of an urban center with the same social amenities that were available being used or being the center of more people who keep on streaming in. Planning is an important part of any society which may include a city or even a country. With the population increasing at such a rate, social life in the cities has become quite unbearable with more mone y needing to be put into

The subject matter of the programme Essay Example for Free

The subject matter of the programme Essay The United States has the highest gun related deaths in the world. Moore links this to the lack of gun control and the president. From childhood games to bomb threats, from shootings to terrorism. One of the main issues the documentary explored was the shootings at Columbine High School in the United States, gun control and how easily accessible guns are in the United States. the very high gun related deaths, violence, mentality, behavior, issues within schools, peer pressure the effect of societies were looked at. Also in questioning was violent video games music. Marilyn Manson came up as a name to blame, but the president was also name to blame. Bowling for Columbine starts with black and white footage of the gun association, this introduces the historical background. Moore uses a number of conventions typical to a documentary. He uses voice over commentary throughout. April 20th 1999 (a typical day in America) footage is used to accompany the narrative. Moores ridicule of the Bush Administration is shown in his voice over saying the President bombs another country whose name he cant pronounce The shot of the statue of Liberty is iconic of representing America. It can be seen as an establishing shot. Verite footage of North County Bank in Michigan, where there is use of point of view shots showing him looking through a brochure and completing a form, in return of a rifle. He uses the humor of sarcasm when asking about the questions on the form he has to fill in to retain the weapon and the fact of how it only matters if your criminally defected but not mentally defected. Moore states a rhetorical question Do you think its dangerous handing guns out at a bank? There is a long shot of Moore when he walks out of the bank, with the weapon held aloft. The viewer would probably be taken aback by this, if not American. Guns given out at banks just dont happen. The viewer would think bank robberies. How easy would it be for someone who has just taken out a weapon in false name (or not) to turn around and hold someone at gunpoint? The scene is accompanied by non-diegetic music, its upbeat and sets the viewers imagination into role. The opening credits are accompanied by black and white footage of youngsters bowling. This represents the effects on youths from a young age, the bowling to take place of the play of children from that of the effects of childhood games to shooting. The Columbine shootings. Later on in the documentary there is a link back to this, as one of the female students who went to Columbine High School said, one of the boys involved in the shootings use to bowl for Columbine. Which is where the title of the documentary may have come from. Throughout the whole of this documentary there is a continuous link to guns. There is a black and white television advertisement, from the 50/60s advertising real guns. These were fake toy guns that looked and sounded real. I think Moore shows this to show how much children are involved in the tradition of guns in America. Moore also uses home footage of himself and his history of gun use to present Americas gun culture and to present himself. He won the NRA marksman award. He then introduces the fact that he grew up in the same State as Charlton Heston where hunting is extremely common. Moore includes a scene of himself at the Hairdressers, where he purchases bullets. His message is just how easily accessible guns and ammunition really are. The viewer would be shocked, particularly with our own Laws and figures as the United Kingdom. In another scene Chris Rock, a comedian, is on stage presenting his views in his own comical way. He talks of gun control and speaks about bullets costing more then there may be less violence. He suggests $5,000 for a bullet and says I would blow your head off If I could afford it! I think Moore includes this because he has a point, it is entertaining and Moore thinks the idea needs to be made. Marilyn Manson came up as a name to blame by America, mainly by the media. But out of all the United States the President, Marilyn Manson was the only one to whom suggested listening. Said within an interview between him and Moore, as the answer to one thing he would say to the youths effected by the shootings at Columbine I wouldnt say anything, I would listen The scene was effective because Marilyn Manson is a well-known artist. Other countries such as Gothic Germany frequently listen to his music but have a significant lower percentage of gun related deaths. Other things to blame were such things as video games, horror films and a TV program COPS In America, presented in Moores way, the media seems to be racially prejudiced. That or the accusers. Big, tall, black man, in around his thirties In both documentaries there are no formal introductions to the subjects. At the beginning of the documentary particularly focuses on the NRA (National Rifle Association) that Moore is a member of, wherefore he introduces himself as an American. Weapons and shooting play a major part in the documentary as they do in America itself. Moore emphasizes on the gun accessibility and how easy it is to retain a weapon and more importantly ammunition for it. In the closing scene, the song What a wonderful world is played over visuals. This is ironic. It is non-diegetic to the whole of the documentary, but leaves the viewer to provoke the viewers thought. Fahrenheit 9/11 The temperature where freedom buns! The main issue in Fahrenheit 9/11 was Fahrenheit 9/11. The devastation and effects it had on the peoples of the United States. Terrorism. The Bush Administration. The presidents connections with the Saudis and Bin Ladens and the Iraqi War. Media footage of Fahrenheit 9/11 is shown. The scene is started by telephone calls of panicking residents with no visuals. Then footage of people looking up in the air. There is no formal introduction to Fahrenheit 9/11 but the viewer automatically interprets this. News footage is shown of the planes crashing into the twin towers, then to people crying and praying. This scene is very emotive; one might question whether it was moral of Moore to include it. I think he did because he knew the reaction he would receive and that it would get the attention he had hoped for. Moore to uses narration to take us through all his findings behind the media. From the 2000 elections to informing us of the relationship between the president and the Bin Laden family. The fact of how the FBI suspiciously decided to fly the whole of the Bin Laden family out of the States just two days after 9/11 without being held for questioning. Also the fact that the Saudis, Bin Ladens and Bush families are all invested in joint financial dealings. The president wouldnt want the American public to discover this. Perhaps Moore saw it his duty to inform the American public. Moore interviews a man who was questioned by the FBI for merely speaking of and questioning the presidents decisions. An over reaction of the FBI and president to prevent terrorism. But this man was not the only one to be questioned. This man says theyre meant to be a state where there is freedom and rights, Theyre denying me my rights as an American citizen There is footage of the U. S soldiers whilst in Iraq. The soldiers admit they did not know why the president had sent them to Iraq and that it was getting to a point when they were shooting anything that moved because they had not a clue of what they were doing. One of the soldiers spoke of how they listen to The roof is on fire by Bizzy Bone. A soldier starts saying the lyrics The roof, the roof, the roof is on fire We dont need know water let the motherfucker burn! Burn! Motherfucker. Burn! As he says this, the image on screen changes to footage of an Iraqi woman clasping onto her family with other women. The backing music plays over the scenes of destruction. This scene is very powerful and emotive. The viewer would not have expected it they would be shocked, at the language, the heartlessness of it and the following scenes of images of young children who had wounds deep as the bone, skin burns, dead people. During this there is emphasis in typography on many facts, figures and quotes with actual footage from real events that help to back Moore on his views. In another scene Royal Marines Officers were frantically recruiting young men, mainly school leavers to join up. This was because of the huge loss of American soldiers that had already been lost in the Iraqi War. An aerial shot of a huge cemetery where the U. S soldiers have been buried is shown, along with typography of the figures of thousands who died. In the second to last scene, an American citizen talks of how she persuades her children to sign up. The benefits and possibilities that the Army offers. To her deep regret, she reads out the last letter she received from her son, who lost his life in Iraq. In the letter, he writes of how negatively he felt towards the president in his decision of sending them to Iraq. The scene is highly emotive, drawing in the viewer as they sympathize with this familys loss. Creating Moores desired affect to persuade the viewer in joining him in his view, against the president. Michael Moore continuously takes advantage of his documentaries to make George Bush appear to have his priorities and concerns with matters other than the American public. He uses his documentaries to convey his own political views and opinions to his audience. His obvious dislike for the president is very apparent as he includes many edited scenes of him. An example of this is shown in the documentary, when the president is on vacation with his brother in Florida on the 10th September 2001, the day before Fahrenheit 9/11. With the aid of editing Moore sets up the cozy smug look of the presidents face after Fahrenheit 9/11, cutting to one of the victims grieving family members. Undoubtedly this brings over Moores view of the Bush Administration, therefore hopefully ensuing in the audiences view, along with the American public. One of Moores purposes for creating the documentaries. Michael Moores main purposes for creating this documentary are to inform his audience of the issues that the mainstream media has missed/not included. Moore wanted to uncover, in his opinion, the fact that the current president of the United States had sent his fellow citizens into war. For reasons only known to him and close partnerships; having little to do with the excuse of an attempt to stop terrorism, capture Osama Bin Laden or prevent Saddam Hussein from using his weapons of mass destruction. Moore uses a considerably large mount of editing; in fact editing creates most of his documentaries. Unfortunately, however fortunate for him, this creates a bias view, which is what the viewer sees. Moore continuously visually documents the weaknesses of the powerful. The main example is the president. Moore captures the presidents sensitive side. Also Charlton Heston, as he walks away from the camera unable to answer Moores request of After that happened you came to Flint to hold a big rally and, you know, I just, did you feel it was being at all insensitive to the fact that this community had just gone through more tragedy? Moore then continues, You think youd like to apologize to the people in Flint for coming and doing that at that time? Moore takes full advantage of the fact that he knows about Heston, having known of the shootings, and the fact that Heston had pretended he did not. In conclusion, Moore has presented two documentaries, from his own point of view, to present his views and some truths. Creating his desired effect, to inform and explain his view.